Laura Weakland, Fall 2008
Lesson Title: Claws, Coats and Camouflage: How Animals Adapt to their World
Topic: Animal Adaptations
Grade Level: 5th
Alignment Tables
LIFE SCIENCE -
CONTENT
Lesson Objective 1
MR. H2O
Students will read various statements about animal adaptations and answer if they agree or
disagree with the statement.
L.EV.05.25: Describe the attributes of organisms that help them survive.
L.EV.05.27: Explain how behavioral characteristics (adaptation, instinct, learning, habit) of
animals help them to survive in their environment.
Life Science – Diversity and Adaptations of Organisms
Unifying Concepts and Processes – Evolution and Equilibrium
Evolution
5E step
ENGAGE/EVALUATE SECTIONS – PRE/POST ASSESSMENT
Thinking Level
Cognitive (Yellow level)
Michigan GLCE
NSE standard
LIFE SCIENCE –
CONTENT
Lesson Objective 2
MR. H2O
Students will complete a bubble map graphic organizer on adaptations, breaking down the
concept of adaptation into the categories of: Fitting In, Staying Safe, Getting Food, and
Making A New Generation with examples of each.
L.EV.05.25: Describe the attributes of organisms that help them survive.
L.EV.05.27: Explain how behavioral characteristics (adaptation, instinct, learning, habit) of
animals help them to survive in their environment.
Life Science – Diversity and Adaptations of Organisms
Unifying Concepts and Processes – Evolution and Equilibrium
Evolution
5E step
EXPLAIN SECTION
Thinking Level
Structure, Organize, Relate (Orange level)
Michigan GLCE
NSE standard
LIFE SCIENCE –
CONTENT
Lesson Objective 3
MR. H2O
Students will identify what an endangered animal is, why an animal becomes endangered,
and describe a selection of endangered animals in Michigan.
L.EV.05.25: Describe the attributes of organisms that help them survive.
L.EV.05.27: Explain how behavioral characteristics (adaptation, instinct, learning, habit) of
animals help them to survive in their environment.
Life Science – Diversity and Adaptations of Organisms
Unifying Concepts and Processes – Evolution and Equilibrium
Evolution
5E step
ELABORATE SECTION
Thinking Level
Cognitive (Yellow level)
Michigan GLCE
NSE standard
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Laura Weakland, Fall 2008
SCIENCE PROCESSES Lesson Objective 4
INQUIRY
Process Skill
Students will work in teams to create a new species of animal in a “Design-A-Species”
challenge choosing adaptations to suit their animal’s environment.
S.IR.05.11: Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Science as Inquiry – Abilities necessary to do scientific inquiry: Take the lead in doing
activities and performing hands-on exploration of the materials.
Classifying and Sorting
5E step
EXPLORE SECTION
Thinking Level
Convergent Generalizing (Red level)
Michigan GLCE
NSE standard
SCIENCE PROCESSES Lesson Objective 5
INQUIRY
Process Skill
Students will collect data about their new species of animal on a “Design-A-Species”
worksheet, including a description of the environment, their animal, and the five
adaptations they chose.
S.IR.05.02: Design and conduct scientific investigations.
S.IR.05.11: Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Science as Inquiry – Abilities necessary to do scientific inquiry: Record results and discuss
outcomes from activities.
Collecting data
5E step
EXPLORE SECTION
Thinking Level
Cognitive (Yellow level)
Michigan GLCE
NSE standard
SCIENCE PROCESSES Lesson Objective 6
INQUIRY
Process Skill
Students will justify in writing the reasons they chose each of their adaptations for their
animal.
S.IR.05.08: Evaluate the strengths and weaknesses of claims, arguments, and data.
S.IR.05.11: Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Science as Inquiry – Abilities necessary to do scientific inquiry: Record results and discuss
outcomes from activities.
Communicate
5E step
EXPLORE SECTION
Thinking Level
Divergent Thinking (Green level)
Michigan GLCE
NSE standard
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Laura Weakland, Fall 2008
SCIENCE PROCESSES Lesson Objective 7
INQUIRY
Process Skill
Students will communicate orally their “Design-A-Species” animal to their peers justifying
the adaptations they chose based on their animals environment.
S.IR.05.11: Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Science as Inquiry – Abilities necessary to do scientific inquiry: Record results and discuss
outcomes from activities.
Communicate
5E step
ELABORATE SECTION
Thinking Level
Divergent Thinking (Green level)
Michigan GLCE
NSE standard
SCIENCE PROCESSES Lesson Objective 8
INQUIRY
Students will investigate the question: What happens if an animal cannot adapt to its
changing environment?
Michigan GLCE
Process Skill
S.IR.05.01: Generate scientific questions based on observations, investigations and
research.
Science as Inquiry – Abilities necessary to do scientific inquiry: Ask questions and form
hypothesis.
Investigating
5E step
ELABORATE SECTION
Thinking Level
Divergent Thinking (Green level)
NSE standard
SCIENCE PROCESSES –
Lesson Objective 9
Michigan GLCE
NSE standard
REFLECTION AND SOCIAL IMPLICATIONS
Students will review their peers’ “Design-A-Species” animal and evaluate whether or not
they think the animal will survive its environment with the adaptations given it.
S.IR.05.08: Evaluate the strengths and weaknesses of claims, arguments, and data.
S.IR.05.11: Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Science as Inquiry – Abilities necessary to do scientific inquiry: Record results and discuss
outcomes from activities.
5E step
ELABORATE SECTION
Thinking Level
Value, Evaluate, Judge (Blue level)
SCIENCE PROCESSES –
Lesson Objective 10
Michigan GLCE
NSE standard
REFLECTION AND SOCIAL IMPLICATIONS
Students, in teams, will brainstorm ideas on what humans can do to help prevent
endangered animals from going extinct.
S.IR.05.13: Describe the effect humans and other organisms have on the balance in the
natural world.
Science as Inquiry – Abilities necessary to do scientific inquiry: Ask questions and form
hypothesis.
5E step
ELABORATE SECTION
Thinking Level
Divergent Thinking (Green level)
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Laura Weakland, Fall 2008
Materials for Students (Refer to Appendices for Forms)
Per group of two or three for EXPLORE/ELABORATION ACTIVITY
1 “Design-A-Species” Application
Per entire group for EXPLORE ACTIVITY
1 Box
of Adaptation Props as follows:
Faux fur (for cold climates)
Ziploc bag of Crisco (blubber)
Small ears (lose less heat)
Large ears (lose heat)
Sunglasses with LARGE eyes (nocturnal)
Vampire teeth (carnivore)
Tan felt
Spotted felt (tan with spots drawn on)
Claws (felt with paper clips or clothes pins)
Sponges (water conservation)
Scuba flippers or fins(for aquatic movement)
Nose plugs (for dessert animals or animals that dive underwater)
String (tentacles)
Helmut (shell)
Wooden dowels (long legs)
Toothpicks (quills or spikes)
Bottle marked poison, venom or ink
Any other available resources. Sample resources pictured below:
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Laura Weakland, Fall 2008
A collection of magazines and books on animal adaptations as follows (or similar):
NG Kids (May 2003, August 2008, December 2002, April 2008, April 2007)
NG World (May 2002)
NG Explorer! (October 2007)
Zoo Books Wild Dogs
How Do Animals Adapt? by Bobbie Kalman
Per student
1 Pencil
1 Pre-Assessment/Post-Assessment ANTICIPATION GUIDE
1 Blank BUBBLE MAP for EXPLAIN with mini circles with the words “Fitting
In,” “Staying Safe,” “Getting Food,” and “Making a New Generation” to glue on
the graphic organizer
Endangered Animals – How Can I Help? slips
Materials for Teacher (Refer to Appendix and Reference sections)
Computer (with Internet connection, if video clips are not pre-downloaded)
Video clips of Octopi (one of camouflage and one of squeezing through small hole)
Beanie baby – Octopus
Claws, Coats and Camouflage by Susan Goodman
Michigan Endangered Animals Cards
“Hat” or bag for students to draw from and collect responses in
Song (Mp3 format) – “Adaptation” by Animal Trax
LESSON OVERVIEW
This lesson is planned for a one-hour class period. If time is shortened, the music clip
at the end will be eliminated and the EXPLORE and EXPLAIN sections of the lesson
plan will be cut to 12 minutes.
Lesson Plan Component
Pre-Assess
Engage
Explore
Explain
Elaborate
Evaluate
Materials*
Anticipation guide
Beanie baby, computer, video clips
Box of props/”Design-A-Species” application,
collection of magazines and books
Book, BUBBLE map
Michigan Endangered Cards, How Can I Help? slips
Anticipation guide, adaptation song
* Represents a summarized list-see detailed list above for more description.
PRE-ASSESSMENT (5 minutes)
5
Time
5 min
5 min
15
15
10
10
min
min
min
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Laura Weakland, Fall 2008
Teacher introduces the lesson on animal adaptation and asks students to complete an
ANTICIPATION GUIDE using their prior knowledge about animal adaptation. Refer
to the APPENDICES for pre-assessment handout and grading guidelines.
ENGAGE (5 minutes)
Fifth graders, inside my box I have an animal that we are going to begin our lesson
discussing. {Pull out octopus beanie baby}. It’s not a real animal, of course! Can anyone
tell me what this animal is? {Students answer octopus. If not, teacher tells them it is
an octopus and that octopi (or octopuses) are found in every ocean of the world, in
almost every depth. Octopi live in small holes and crevices in rocks and coral.}
Students, I’m going to pass the octopus to the person to my left and I want you think
about this question: What means does the Octopus have to survive in its
environment? As you receive the octopus, please tell me your name and one thing you
think helps an octopus survive in its habitat and pass it to the next person. At this
time the students begin passing the beanie baby and starting the discussion. The
teacher can start to get the discussion rolling. Students may answer such things as it
can change colors to hide, or it can squeeze in the coral for protection or that it has
ink that squirts to avoid predators, or they have tentacles with strong suction to get
a better grip on their predators. Students may not have any of these ideas and the
teacher will prompt to think about the physical characteristics of the octopus and
how it might help them survive. This also serves as a means of formative assessment
of student’s background knowledge on animal adaptations as it relates to the octopus.
Now we are going to watch two video clips on Octopi. Pay attention to what the
octopus does in each clip. Teacher shows students two video clips on Octopi. One
exhibits the AMAZING camouflage physical qualities of an octopus and the other one
shows the octopus’ ability to squeeze into very small places because of its body
structure and lack of bones. The teacher will then ask the students the question:
What physical qualities of the octopi did you see that you think help the octopi
survive in its environment? {i.e., the ability to change skin color for camouflage and
no bones enabling the octopus to squeeze through tiny cracks and crevices} Teacher
asks a student or two to share their thoughts. The video clips are pretty amazing and
the students should be intrigued further about animals and their ability to adapt to
their environment.
EXPLORE (15 minutes) – “Design-A-Species”
Science Process Skills: Classifying/Sorting, Collecting Data, Communicating
Now that students are engaged with the idea of animal adaptation, they will next
participate in an exploration activity called “Design-A-Species.” Students will work in
teams to create a new species of animal. They will get to choose props from a box
that represent various animal adaptations. They then will explain where their animal
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Laura Weakland, Fall 2008
lives and why they chose those adaptations. This activity is intended to get the
students inquiring why animals have certain physical characteristics (like big ears, or
2 sets of eyelashes, or webbed feet, etc) or why animals behave in certain ways
(migration, hibernation, traveling to different locations to have babies, etc). As
students are making their selections, they will have the opportunity to refer to
various books and magazines on animal adaptations.
Now that you have learned a little about how the octopus has certain physical
characteristics that help it survive in its environment, you are invited to participate
as junior scientists, in teams, in the “Design-A-Species” challenge. You will be given a
selection of physical characteristics and behaviors to choose from for your new
species. You will need to think about this question: What physical and/or behavioral
characteristics will my new animal need in order to survive in the environment I
had selected? You and your partner will make your selections and write your choices
on the “Design-A-Species” application. You will then explain why you choose those
physical characteristics and what environment your new species of animal will live in
(e.g. desert, Artic, rainforest, etc). You may also create a name for your new species.
(Teacher will explain that this is not possible at the present time, but just imagine it
for purposes of this activity!) The teacher will also make accessible books and
magazines for the students to refer to if they choose. See References.
The teacher (senior scientist) will then bring out a big box of various items (see
materials list) that represent physical traits that an animal can have (e.g. claws or
thick fur) or certain behaviors (e.g. migration, or hibernation). The senior scientist
will then explain and clarify what each of the props included in the box represent
(e.g., sunglasses with big eyes for night vision, pillow for body fat, etc.) without giving
away what habitat they might be good for or the purpose of the adaptation.
When the junior scientists are done, the teacher will explain that we are going to
learn more about animal adaptations at this point and then we will come back together
as a committee and review our selections and vote as group if we think the new animal
should be approved based upon its ability to survive in its chosen environment.
EXPLAIN (15 minutes)
During the EXPLAIN section of the lesson the teacher reads aloud the book, Claws,
Coats and Camouflage: The Ways Animals Fit Into Their World by Susan E. Goodman.
{In the interest of time, the teacher will only select to read aloud one example per
category and briefly mention the others on the back of each type of adaptation. For
example, “Fitting In: Water” there are 2-4 examples of animals and how this
adaptation applies to them}. As the teacher reads aloud, the students listen and
interact with their peers and the teacher discussing the new terminology and the
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Laura Weakland, Fall 2008
types of adaptations and creating BUBBLE maps on the new information as discussed
in more detail below.
Before beginning the read-aloud the teacher hands out a BUBBLE THINKING MAP to
each student (see Appendices for a blank map and an example completed map) and
pencils. The teacher then recaps what we have done so far. Fifth graders, so far we
have watched a video and we observed two ways an octopus survives in its
environment. {i.e., the ability to change color to camouflage itself and the ability to
squeeze through tiny spaces as a means of protection}. Then you participated in a
“Design-A-Species” challenge to create a new species of animal providing your new
animals with certain items to help it survive in its environment. Does anyone know
what science word we call “an animal’s ability to change either its body
characteristics or its behavior to better suit its environment?” {Students may or
may not answer with the term “adaptation”}. The term we use to describe this ability
to change to meet the needs of the environment is called “adaptation.” Now we are
going to read a book called Claws, Coats, and Camouflage that will explain to us in
more detail why and how animals adapt. Animals can adapt by changing their physical
characteristics (like the octopus and its camouflage) or its behavior. As we read we
will learn about 4 reasons animals adapt: “fitting in,” “staying safe,” “getting food,”
and “making a new generation.” As we read, we will be filling in examples for each
reason for adaptation, as well as an example animal that uses that type of adaptation.
You can list an example animal of each category either based upon an example in the
book or one that you learned about in your “Design-A-Species” activity or one that
you knew about before we started today. {After reading aloud each category, the
teacher pauses to allow the students time to write the types of each adaptation and
to add example animals.}
See Appendices for blank handout and a sample completed handout.
KEY TERMS FOR EXPLAIN and BUBBLE MAP
Adaptation = occurs in the body of an animal or in the way it behaves in response to a
changing environment. Some adaptations occur quickly and others take millions of
years.
Types of Adaptation = Physical and Behavior; a physical adaptation is a change in the
body of an animal and a behavior adaptation is a change in the way an animal behaves.
Examples of Physical Adaptation = split hooves with rubbery bottoms for a secure
grip on uneven, rocky ground (e.g. mountain goat); eyes on top of the head for being on
the lookout for prey (e.g. frog); blubber (e.g. walrus); camouflage, etc.
Examples of Behavioral Adaptation = hibernation because of lack of food in the
winter (e.g. bears); sleeping in burrows during the day to avoid the heat (many desert
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Laura Weakland, Fall 2008
animals); drinking water droplets from dew; using echolocation in low-light conditions
(e.g. bats and dolphins), pretending to be dead (e.g. opossum).
Reasons for Adaptation = “fitting in,” “staying safe,” “getting food,” and “making a
new generation” as explained further in the following examples:
Fitting In – Water (e.g. fish have “gills” to take oxygen from the water)
Fitting In – Forest (e.g. orangutan’s long arms for climbing, hanging and swinging in
trees)
Fitting In – Cold (e.g. a llama’s coat is very long and thick)
Fitting In – Heat (e.g. tortoises get most of their water from the plants they eat)
Fitting In – Night (e.g. large eyes on the night monkey to take in more light at night)
Staying Safe – Camouflage (e.g. the octopus we saw in the opening video clip!)
Staying Safe – Bluffs and Disguises (e.g. some butterflies have fake eye-spots on
their wings to make them look scary)
Staying Safe – Warning Colors (e.g. poison dart frogs with colors that say “stay
away from me…I’m trouble!”)
Staying Safe – Hard to Eat (e.g. the porcupine; predators have starved to death
because their mouth was full of porcupine quills)
Staying Safe – Safety in Numbers (e.g. many fish band together in schools)
Getting Food – Great Hunting Tools (e.g. talons on a red-tailed hawk)
Getting Food – Plant Eating Tools (e.g. the proboscis on a butterfly for gathering
nectar)
Getting Food – Camouflage (e.g. the scorpionfish that looks like a rock that waits on
the ocean flour for its prey)
Getting Food – Letting Food Come to You (e.g. the spider’s web)
Getting Food – Letting Someone Else Do the Work! (e.g. sea gulls, vultures, coyotes
and raccoons)
Making a New Generation – Attracting a Mate (e.g. male peacocks)
Making a New Generation – Keeping Them Safe (e.g. kittens, humans, penguins, etc.)
Making a New Generation – Feeding Them (e.g. robins have to hunt for their babies
food)
ELABORATE (10 minutes)
Now that we have learned about animal adaptation and how various different animals
adapt to their environment, let’s re-visit our Design-A-Species activity. At this time,
students will share their created species telling the committee what adaptations they
chose, why and what environment it would live in. The group will discuss if they think
the animal will survive or not based upon their new knowledge on animal adaptation. On
the back of the Design-A-Species application, there is a place for the students to jot
down some notes/suggestions for improvement based upon the recommendations of
the committee.
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Laura Weakland, Fall 2008
Now using what you now know about how animals adapt and survive, what do you
think would happen if an animal’s habitat was being destroyed or altered and the
animals could not adapt or could not adapt quick enough? Students should answer:
the animals would die or become threatened or endangered.
The teacher then asks the students what animals did they know of that are
endangered? {Students may respond with answers like “polar bears,” or “sea turtles”
or “elephants” or “rhinos” or “panda bears.”} The teacher will then ask the students if
they think habitat loss and destruction and the resulting endangerment of animals
only occurs in other countries and parts of the world. The teacher then asks the
students if they were aware that this very thing is happening in Michigan right now.
Students then take turns selecting an endangered animal from Michigan out of a “hat”
and reading some facts to the group listed on the back. {Examples include: the
Indiana Bat, the Kirtland’s Snake, the Lynx, the Piping Plover, the Kirtland’s Warbler,
the Hungerford’s Crawling Water Beetle, the Cougar, the Hines Emerald dragonfly,
the Peregrine Falcon, the Redside Dace, the Regal Fritillary butterfly, and the
Smallmouth Salamander}. The teacher then shares any personal connections at this
time to any of the animals discussed. (For example, in my case, when we camp at
Tawas State Park we see many signs about the Piping Plover and are always on the
lookout for them, or how the Peregrine Falcon has been introduced to downtown
Detroit and they used to perch outside my office window, or how once I was walking
down our road when there was a mass hatching of Kirtland’s Snake and how there
were hundreds of them alongside the road.)
The teacher hands out to the students Endangered Animals-How Can I Help? slips
(see attached) and then instructs the students to (individually) reflect upon some
ways to help with habitat loss and endangerment of animals and each write ONE idea
on their slip of paper. Examples might include: protecting habitats permanently in
parks and nature preserves, inquiring locally of park rangers to see if there is any
ways to help, don’t pollute, leave trees and patches of habitat remaining on new
construction sites, planting native trees and plants on your land, visiting the local zoo
and learning more about the endangered or threatened animals, checking out books at
the local library to learn more, etc. After students write down an idea, the teacher
will collect the slips and drop them in the “hat” and ask students to take turns
drawing them out and reading the suggestions. The teacher can supplement the slips
of paper/suggestions written by students with the abovementioned suggestions.
CONNECTION TO THE REAL WORLD – Summarized
Many students have heard of endangered animals and often think of them as something that is a
faraway problem, like that of pandas in Southeast Asia, or black rhinos in Africa or sea turtles in the
ocean. Very little students know that there are in fact endangered animals right here in Michigan in
our very own backyards and there are many things we can do to make a difference.
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EVALUATE/CONCLUSION (5 minutes)
The students now go back to their pre-assessment ANTICIPATION guide and
complete the T/F portion of the anticipation guide on the “after” side of the form.
The teacher then summarizes what adaptation is, the types of adaptation, some
examples of each and what happens when animals cannot adapt because of habitat
destruction or loss and plays the song “Adaptation” by Animal Trax (optional).
Students listen and identify the animal mentioned {camel} and some of its
adaptations.
Lesson Plan Differentiation (Ways to Meet Diverse Learners)
Multiple Intelligences
To meet the needs of students with multiple intelligences, I have included activities
in all of the types of intelligences: visual-spatial, bodily-kinesthetic, musical,
interpersonal, intrapersonal, verbal-linguistic, logical-mathematical, and naturalistic.
The multiple intelligences and a description of the activities included in this lesson
plan are as follows:
Multiple Intelligence Category
Visual-spatial
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Verbal-Linguistic
Logical-mathematical
Activity
Engage/Explore – Students participate visually
with the video clips of the octopi and their
adaptations. In addition, students will be drawing
their new species in the “Design-A-Species”
challenge.
Engage/Explore – Students will be physically
passing an octopus beanie baby as they identify
one adaptation of the octopus to its environment.
Students also are kinesthetically engaged with
the “Design-A-Species” props as they create
their new species of animal.
Evaluate - Animal Adaptations Song – Students
listen to this song at the end of the lesson and
identify the animal mentioned in the song and
what adaptations are mentioned.
Explore - Students work in groups during the
“Design a Species” challenge.
Elaborate - Students personally reflect on “how
they can help during the endangered animals’
activity.
Explore/Elaborate - Students will write reasons
why they chose the adaptations they did for
their new species, as well as explain their
reasoning verbally to the group.
Explain – Students will categorize animal
adaptations and create a graphic organizer
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Laura Weakland, Fall 2008
organizing the information.
Naturalistic
ALL – Because this lesson is on animal
adaptations, the student with strengths in the
Naturalistic
intelligence
is
automatically
engaged.
English Language Learners
To meet the needs of ELL, I will be reading aloud the pre/post assessment so that
students who struggle with reading or if English is not their first language, they will
not be at a disadvantage. In addition, during the explore activity, “Design-A-Species,”
the students will be working with props and partners, so that the ELL student can be
paired with a student who can help with the reading and writing. The students will
also have access to lots of books and magazines during that time that include detailed
photos of animal adaptations. The students are also able to draw their new species in
the “Design-a-Species” challenge.
Safety Recommendations (in alignment with the Council of State Science Supervisors)
In this lesson, students will be engaging in discussions about adaptations, watching
video clips, selecting “props” from a box of possible adaptations in the “Design-aSpecies” challenge, and learning about how happens when an animal cannot adapt.
Students will not have access to any consumable products or hazardous materials.
However, students will have to follow certain safety precautions during the lesson
that are standard for all classroom activities as outlined by the Council of State
Science Supervisors as follows:
Enforcement of safety procedures (classroom safety rules)
Unobstructed exits from laboratory (classroom)
Emergency exit/escape plan posted (this should be standard in all classrooms)
Live animals and students are protected from one another (students in this case)
Students will also have expectations set ahead of time on how they are to behave
during the lesson. Teacher will instruct students on how to handle the materials, work
in groups by being courteous and respectful to our fellow classmates, and how to take
turns speaking during share time. In addition, if this student group moves to an area
that would be in the hallway or commons area, precautions would be made to
safeguard the students from any potential situations that could be unsafe. Students
will be supervised at all times and boisterous conduct will not be tolerated.
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References
Engage
Video Clips:
Google Video (2006) Octopus Escapes through a One-Inch Hole. Accessed
September 21, 2008:
http://video.google.com/videoplay?docid=4007016107763801953
Google Video (2006) Crazy Octopus. Accessed September 21, 2008:
http://video.google.com/videoplay?docid=1406502474882393849&q=octopus&pl=true
Explore
Photo for “Design-A-Species” Handout:
SwitchZoo (2008). Make a New Species. Accessed September 24, 2008:
http://switchzoo.com/zoo.htm
Animal Adaptations Lesson Plan (as modified):
Access Excellence (2008). Activities Exchange – Animal Adaptations. Accessed
September 24, 2008:
http://www.accessexcellence.org/AE/ATG/data/released/0542-BehmLisa/
Reference Material for Students on Animal Adaptations:
20 cool things about butterflies. (2008, August). National Geographic Kids
Albino animals: these animals face danger in the wild. (2007, April). National
Geographic Kids
E.T. up a tree? (2002, May). National Geographic World
Fewer than 2000 adult red pandas live in the wild. (2003, May). National Geographic
Kids
Kalman, B. (2000). How do animals adapt? New York: Crabtree Publishing Company.
Lions of the Kalahari dessert. (2008, August). National Geographic Kids
Owls: built to hunt. (2007, October). National Geographic Explorer
Survivor. (2002, December). National Geographic Kids
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Explain
Book for Read-Aloud:
Goodman, S. E. (2001). Claws, coats and camouflage. Brookfield, CN: The Millbrook
Press.
Endangered Animal Cards – Facts and Figures:
Michigan State University Extension (2003). Michigan’s Special Animals.
Accessed September 28, 2008:
http://web4.msue.msu.edu/mnfi/data/specialanimals.cfm
Endangered Animal Cards – Photos:
Piping Plover
Micro Solutions Computing Inc. (2006). Birdperch.com Photos. Accessed September
28, 2008: http://www.birdperch.com/galldetq.asp?sp=00381007
Cougar
National Wildlife Federation (2008). Endangered Cats. Accessed September 28,
2008: http://www.nwf.org/cats/catsWest.cfm
Lynx
National Wildlife Federation (2008). Endangered Cats. Accessed September 28,
2008: http://www.nwf.org/cats/catsGreatlakes.cfm
Indiana Bat
USDA Forest Service (2008). Indiana Bat: Frequently Asked Questions. Accessed
September 28, 2008: http://www.fs.fed.us/r9/wildlife/tes/indianabat.htm
Peregrine Falcon
National Geographic (2008). Animals: Peregrine Falcon in Profile. Accessed
September 28, 2008:
http://animals.nationalgeographic.com/animals/enlarge/peregrine-falcon_image.html
All Others
Michigan State University Extension (2003). Michigan’s Special Animals.
Accessed September 28, 2008:
http://web4.msue.msu.edu/mnfi/data/specialanimals.cfm
Evaluate
Animal Trax MP3. (2004) Adaptation. Purchased September 20, 2008:
http://www.amazon.com/Adaptation/dp/B000QLYJ8C
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Laura Weakland, Fall 2008
Science Education Safety
The Council of State Supervisors. (2005) General Lab Safety Recommendations.
Accessed September 23, 2008: http://www.csss-science.org/safety.shtml
Appendices
A. Anticipation Guide – Animal Adaptations – Pre/Post-Assessments
B. “Design-A-Species” Application - EXPLORE
C. BUBBLE Thinking Map – Animal Adaptations - EXPLAIN
D. Michigan Endangered Animal Cards – ELABORATE
E. How Can I Help? Slips – ELABORATE
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